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Book part
Publication date: 25 April 2017

Vicki Ross, Shannon Guerrero and Elissa Fenton

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject…

Abstract

In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.

Book part
Publication date: 17 May 2021

Dionisia Tzavara and Victoria L. O’Donnell

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more…

Abstract

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

Abstract

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Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Type: Book
ISBN: 978-1-78441-138-1

Book part
Publication date: 31 October 2014

David Scott

This is a conceptual paper. I argue that knowledge-construction, or learning in a profession, has changed with the introduction of professional doctorates, though the divide…

Abstract

This is a conceptual paper. I argue that knowledge-construction, or learning in a profession, has changed with the introduction of professional doctorates, though the divide between these new forms of doctoral study and the older and more established forms such as the PhD are now not as wide as they once were. In particular, three elements of the knowledge-construction process are implicated here. The first of these is a move towards learning environments which prioritise situated-theoretical applications of the theory-practice relationship at the expense of technical-empiricist, technical-rational, multi-methodological and multi-discursive variants. The second is movement towards different sites of learning, so that instead of the knowledge-construction process taking place exclusively in universities or institutes of higher education, the workplace is now central to the construction of learning environments. And the third is the development of new types of knowledge-construction, and these are now acting to reframe relationships between the professions and the state. This has resulted in forms of deprofessionalisation, with some professions in the United Kingdom and other parts of the world experiencing significant losses of autonomy and independence in relation to ownership of their specialized bodies of knowledge and skills, control of the means for credentialising these bodies of knowledge, and renegotiated professional mandates, leading to restrictions on their capacity to determine for themselves these specialized bodies of knowledge and those learning environments in which practitioners acquire them.

Details

Investing in our Education: Leading, Learning, Researching and the Doctorate
Type: Book
ISBN: 978-1-78441-131-2

Keywords

Book part
Publication date: 15 October 2020

Elisa Martínez, Laurel Smith-Doerr and Timothy Sacco

The erosion of autonomy in traditional professions has been explained by client capture – professionals increasingly work under close control of powerful corporate clients…

Abstract

The erosion of autonomy in traditional professions has been explained by client capture – professionals increasingly work under close control of powerful corporate clients. However, research is missing on how knowledge workers in rapidly rising knowledge professions of the twenty-first century experience and respond to the risk of client capture. Evaluation is one such exploding field. This study examines the narratives of professional evaluators to understand how they navigate their mandate to deliver independent assessments of complex social programs under the threat of client capture. Data come from 29 interviews with evaluators of 65 interdisciplinary graduate training projects funded by the US National Science Foundation in the first two years of the program (2015–2016). Evidence of client capture is found in how evaluators discuss scope creep with limited resources, being asked to misrepresent their findings, and burying of evaluation reports. The authors also find evidence of evaluators navigating client capture by rationing their labor, using state-based rules to mediate demands, drawing on professional expertise, and generating savvy emotional labor. But this study argues the client capture concept obscures the dynamics of knowledge production, in which evaluators shape scientific programs in innovative ways. This study sheds new light on the context in which inequalities operate in this emerging profession, and how the structure of knowledge work may generate novel pathways of professional influence where work conditions might otherwise rule against it.

Details

Professional Work: Knowledge, Power and Social Inequalities
Type: Book
ISBN: 978-1-80043-210-9

Keywords

Abstract

Details

Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Type: Book
ISBN: 978-1-78441-138-1

Book part
Publication date: 5 April 2012

Vibeke Vad Baunsgaard and Stewart Clegg

This chapter explores dominant ideologies theoretically in an organizational setting. A framework is developed to advance our understanding of how ‘dominant ideological modes of…

Abstract

This chapter explores dominant ideologies theoretically in an organizational setting. A framework is developed to advance our understanding of how ‘dominant ideological modes of rationality’ reflect predictability through the reproduction of accepted truths, hence social order in organization. Dominant ideological modes of rationality constitute professional identity, power relations, and rationality and frame prevailing mentalities and social practices in organization. It is suggested that members’ categorization devices structure and constrain social practices. Supplementing the existent power literature, the chapter concludes that professional identity produces rationality, power and truth – truth being the overarching concept assembled through the rationalities assembled in professional members’ categorization devices. Research and managerial implications are discussed.

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Rethinking Power in Organizations, Institutions, and Markets
Type: Book
ISBN: 978-1-78052-665-2

Keywords

Book part
Publication date: 3 August 2011

Paul C. Fuller

Purpose – I analyze how laypersons and professionals navigate challenges to the legitimacy of Attention Deficit/Hyperactivity Disorder (AD/HD). The disorder is modeled as a…

Abstract

Purpose – I analyze how laypersons and professionals navigate challenges to the legitimacy of Attention Deficit/Hyperactivity Disorder (AD/HD). The disorder is modeled as a cultural object manifested in the discursive practices of multiple actors forming a knowledge coalition of professionals, laypersons, governmental, and corporate actors. Coalition members faced challenges to the disorder derived from popular skepticism and from professional's contradictory knowledge claims and diagnostic practices.

Methods – I observed these processes in a two-year, ethnographic case study supplemented with a two-stage, open-ended interview with core members of an AD/HD informational and support group.

Findings – Parents and coalitional professionals managed these challenges differently depending on the status of the source (professional vs. nonprofessional) and the alignment (within the coalition vs. nonaligned) of the challenge. Nonprofessional skeptics were easily countered as ignorant moralists who lacked objective knowledge of the disorder – a tactic termed credentialism. The contradictory diagnoses and treatments of professionals were managed as instances of mal-diagnosis – a construct employed by both professionals aligned with the diagnosis and laypersons associated with the disorder. Finally, while parents actively sought a diagnosis as an objective valorization of their status, they remained skeptical of AD/HD; however, in achieving diagnosis they also worried that the methods used to establish a diagnosis were possibly unreliable.

Originality/value – This study contributes to the emergent sociology of diagnosis by describing the techniques used by laypersons and some professionals in maintaining a contentious diagnosis.

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Sociology of Diagnosis
Type: Book
ISBN: 978-0-85724-575-5

Keywords

Book part
Publication date: 1 January 2012

Julie White

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to…

Abstract

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.

Details

Hard Labour? Academic Work and the Changing Landscape of Higher Education
Type: Book
ISBN: 978-1-78052-501-3

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